Individual Lesson Plan Standards and Objectives: S7L2,d,e 1.

Students will be able to summarize that tissue, organs, and organ systems serve the needs cells have for oxygen, food, and waste. 2. Students will be able to distinguish the purpose of the major organ systems in the human body. 3. Students will be able to organize major organ systems in the human body.

As a result of this lesson, students will Know (facts, vocabulary), Understand (concepts), and/or be able to DO (skills): Know: Students will know that organ systems provide oxygen, food, and waste removal for the human body. Students will know that organ systems have specific functions based on the cells function. The student will understand that organs are necessary for carrying nutrients, and waste removal throughout the body. The student will understand that cells work together to carry out the organs function. The student will understand that scientific knowledge can be discovered with research and experimentation.

Understand:

Be Able To Do: The student will be able to summarize that organ systems provide oxygen, food, and waste removal for the human body. The student will be able to classify a function with a specific cell, and organ system.

Essential Question(s): 1. What organ system(s) provides the cells need for oxygen? How else does the system(s) carry out work for the cell? 2. Why does the liver have a lot of smooth endoplasmic reticulum?

Strategies used: Most important Point, Windshield, and Active Learning.

Instructional Activities

Materials

Lecture/Discussion Demonstration/Modeling Simulation Group Work Oral Presentation Guided Practice Lab/Project Individual Work/Homework Media Center Evaluation Written Response Oral Response Quiz/Test Visual Representation Model Performance Assessment Formative Assessment Summative Assessment

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Text/Supplemental Resources Handouts Maps/Charts Multi-Media Presentation Computer Lab Student Use of Digital Tools Other: Other: Other: Essential Vocabulary Immune System Circulatory System Liver Endoplasmic Reticulum (ER) Rough ER Smooth ER

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Instructional Plan: Time Allowed Specific Plan 8 Students will be seated in pairs around the room. At each lab minutes table there will be a light microscope, slides, a fetal pig, and a 1 liver anatomy worksheet. Explanation of lad safety, rules, and instructions should be given at this time. Students will work in pairs to dissect the fetal pig. Students will complete the worksheet by recording their findings. 37 1. (Active Learning) Students will identify the liver in the minutes fetal pig. 2 2. Students will remove the liver from the fetal pig. 3. Students will cut off a very small (2cm<X) section of the liver and prepare it on the slide. 4. Students will view the liver cells under the microscope and identify the following organelles on the worksheet; Cell membrane, Nucleus, and smooth/rough Endoplasmic Reticulum. 5. Students will then complete the rest of the worksheet. 10 Students will clean up their lab section, putting back all minutes materials as they found them. They should place dissection 3 tools, and slides inside the beakers with soap and water for cleaning. They should also disinfect/wipe down the lab counter tops with H2O/Bleach spray. After lab sections are clean, ask for clarity on any question (Windshield). (Most important Point)Lastly, have the students write on a post-it note (1-2 sentences) about why the liver has a lot of smooth endoplasmic reticulum? 4

Materials Worksheet for liver anatomy

Fetal Pigs Lab Dissection trays Dissection Kit Wet Mount slides Light microscopes

Beakers Soap H2O/Bleach Mix Paper towels Post-it notes

Adaptations/Modifications: ELL: Students will be given the last question in their primary language. Student who is bilingual and special needs, will complete the dissection, but will not be required to complete the post-lab question why the liver has a lot of smooth endoplasmic reticulum? Special Needs:

Student with Autism will be allowed to work with the special education teacher for the dissection. Student with Edwards syndrome will be allowed to complete the dissection, but will only have to label the Nucleus, and Cell membrane on the worksheet. RTI: Students who cannot participate in the dissection will be allowed to complete an online stimulation dissection of a fetal pig, and complete the worksheet alongside it. Students with attention deific disorder will be allowed to complete the activity at the front of the classroom, and be allowed to take 3, 30 second parties, in which they can step outside of the classroom door and do one appropriate physical activity, such as jumping jacks, push ups, hop on one-foot, or catch their breath.